Interpreting statistical tables- we have some very good stuff here in one of our other resources (New France) that I think we can re-purpose here and provide a different context for.. I'll post it and ask some of you to help me fill in the gaps with a context - Usha - it sounds like Jennifer did this with her class
Here is some work we've already done around statistical tables in a history context. Can we adapt this for Geography:
Jen wrote: For statistics I gave the students five unidentified countries with five population characteristics (statistics - literacy rate, life expectancy, fertility rate, GDP/capita and infant mortality) in groups they needed to decide where they thought that country may be in the world - justify their decision using the statisitcs. Then they had to explain what life would be like in that country and some of the problems the country may face in the future ( near or far) It worked really well with the students as a way to show them that statisitics are more than just numbers. Evidence/Interpretation
Critical Challenge
Critical Tasks
Provide a profile of a specific country based on a set of population characteristics. You will decide on the location of the country and then discuss what life is like in that country - using the statistics to comment on the social situation, the economics of the country.
Overview
You have been given one of five sets of population characteristics.The problem is that nobody remembers which part of the world these five countries represent.Your task is to read over the population characteristics and decided where you think a country may be located in the world.You will then create a profile of that country which is to be presented to ………. So it is important that you justify your ideas.
Objectives
Broad Understanding
(Write the key learning/ enduring understanding in one or two sentences)
Requisite tools
Background knowledge
Population characteristics – literacy rate, life expectancy, GDP/capita, infant mortality, fertility rate, birth rate, death rate, access to clean water, primary education enrollment
Skill – using statistics to explain the quality of life in a county
Criteria for judgement
Criteria for making a plausible interpretation ( or is this an inference?)
- is consistent with the evidence provided
- is consistent with our background knowledge.
Critical thinking Vocabulary
Thinking Strategies
I have not made this up yet - but something that allows students to show how they drew conclusions about the country based on the statistics
May be similar to the one from the Draft Template on Jan 24th.
Here is some work we've already done around statistical tables in a history context. Can we adapt this for Geography:
Jen wrote: For statistics I gave the students five unidentified countries with five population characteristics (statistics - literacy rate, life expectancy, fertility rate, GDP/capita and infant mortality) in groups they needed to decide where they thought that country may be in the world - justify their decision using the statisitcs. Then they had to explain what life would be like in that country and some of the problems the country may face in the future ( near or far) It worked really well with the students as a way to show them that statisitics are more than just numbers. Evidence/Interpretation
Critical Challenge
Critical Tasks
Provide a profile of a specific country based on a set of population characteristics. You will decide on the location of the country and then discuss what life is like in that country - using the statistics to comment on the social situation, the economics of the country.
Overview
You have been given one of five sets of population characteristics.The problem is that nobody remembers which part of the world these five countries represent.Your task is to read over the population characteristics and decided where you think a country may be located in the world.You will then create a profile of that country which is to be presented to ………. So it is important that you justify your ideas.
Objectives
Broad Understanding
(Write the key learning/ enduring understanding in one or two sentences)
Requisite tools
Background knowledge
Population characteristics – literacy rate, life expectancy, GDP/capita, infant mortality, fertility rate, birth rate, death rate, access to clean water, primary education enrollment
Skill – using statistics to explain the quality of life in a county
Criteria for judgement
Criteria for making a plausible interpretation ( or is this an inference?)
- is consistent with the evidence provided
- is consistent with our background knowledge.
Critical thinking Vocabulary
Thinking Strategies
I have not made this up yet - but something that allows students to show how they drew conclusions about the country based on the statistics
May be similar to the one from the Draft Template on Jan 24th.
Habits of Mind
- critically minded